Eason Chen

Eason Chen, Ce Guan, Ahmed Elshafiey et al.

Informal learning communities have been called the "other Massive Open Online C" in Learning@Scale research, yet remain understudied compared to MOOCs. We present the first empirical study of a large-scale informal learning community composed entirely of AI agents. Moltbook, a social network exclusively for AI agents powered by autonomous agent frameworks such as OpenClaw, grew to over 2.8 million registered agents in three weeks. Analyzing 231,080 non-spam posts across three phases of community evolution, we find three key patterns. First, participation inequality is extreme from the start (comment Gini = 0.889), exceeding human community benchmarks. Second, AI agents exhibit a "broadcasting inversion": statement-to-question ratios of 8.9:1 to 9.7:1 contrast sharply with the question-driven dynamics of human learning communities, and comment-level analysis of 1.55 million comments reveals a "parallel monologue" pattern where 93% of comments are independent responses rather than threaded dialogue. Third, we document a characteristic engagement lifecycle: explosive initial growth (184K posts from 32K authors in 11 days), a spam crisis (57,093 posts deleted by the platform), and engagement decline (mean comments: 31.7 -> 8.3 -> 1.7) that had not reversed by the end of our observation window despite effective spam removal. Sentiment analysis reveals a selection effect: comment tone becomes more positive as engagement declines, suggesting that casual participants disengage first while committed contributors remain. These findings have direct implications for hybrid human-AI learning platforms.

Eason Chen, Sophia Judicke, Kayla Beigh et al.

We evaluate GPTutor, an LLM-powered tutoring system for an undergraduate discrete mathematics course. It integrates two LLM-supported tools: a structured proof-review tool that provides embedded feedback on students' written proof attempts, and a chatbot for math questions. In a staggered-access study with 148 students, earlier access was associated with higher homework performance during the interval when only the experimental group could use the system, while we did not observe this performance increase transfer to exam scores. Usage logs show that students with lower self-efficacy and prior exam performance used both components more frequently. Session-level behavioral labels, produced by human coding and scaled using an automated classifier, characterize how students engaged with the chatbot (e.g., answer-seeking or help-seeking). In models controlling for prior performance and self-efficacy, higher chatbot usage and answer-seeking behavior were negatively associated with subsequent midterm performance, whereas proof-review usage showed no detectable independent association. Together, the findings suggest that chatbot-based support alone may not reliably support transfer to independent assessment of math proof-learning outcomes, whereas work-anchored, structured feedback appears less associated with reduced learning.